teacher - learner continuum teacher-directedguided inquirylearner-directed less moreself- direction

Teacher - Learner Continuum

Teacher-Directed Guided Inquiry Learner-Directed

Less MoreSelf- Direction


Teacher-Directed (Expository Method)•Whole class•Teacher dominated

•Lecture, etc.•Passive learners


Learner Directed (Free Discovery)•Child centered•Teacher is a facilitator•Constructivist•Little structure


•A mixture of methodologies•Open ended questions•Child discovers•Learning by doing•Some structure•Constructivist approach

Teacher - Learner ContinuumGuided-Inquiry

•A mixture of methodologies•Open ended questions•Child discovers•Learning by doing•Some structure•Constructivist approach

Inquiry Lesson Plan• Concept Map• Lesson Introduction• Lesson Objective• Standard Alignment

• Strand• Big Idea• Concept

• 5 E’s• Engage• Explore• Explain• Elaborate• Evaluate

Abilities of Scientific Inquiry

All students by the end of fourth grade, should have developed the following abilities of scientific inquiry . . .

Abilities of Scientific InquiryBy the end of 4th Grade:

• Ask a question about objects, organisms, and events in the environment.

• Plan and conduct a simple investigation.• Employ simple equipment and tools to gather

data and extend the senses.• Use data to construct a reasonable

explanation.• Communicate investigations and

explanations.

Understandings of Scientific Inquiry

By the end of fourth grade, all students should understand that the work of scientists do includes the following . . .

Understandings of Scientific Inquiry• Scientific investigations involved

asking and answering a question and comparing the answer with what scientists already know about the world.

• Scientists use different kinds of investigations depending on the questions they are trying to answer.

Understandings of Scientific Inquiry• Simple instruments, such as

magnifiers, thermometers, and rulers, provide more information than scientists obtain using only their senses.

• Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge).

Understandings of Scientific Inquiry

• Scientists make the results of their investigations public; they describe the investigations in ways that enable others to repeat the investigations.

• Scientists review and ask questions about the results of other scientists work.

Moving Toward Inquiry: What Will It Take?• What would need to change so that

all students could think and do science at this level?

• What would be the positive and long-lasting consequences of an elementary science education that ensures that students understand and could conduct scientific inquiry?

Essentials of Inquiry

1. Learner engages in scientifically oriented questions.

2. Learner gives priority to evidence in responding to questions.

3. Learner formulates explanations from evidence.

4. Learner connects explanations to scientific knowledge.

5. Learner communicates and justifies explanations.


1. Learner engages in scientifically oriented questions.

• Center on objects, organisms, and events in the natural world.

• Lead to gathering and using data to develop explanations for scientific phenomena.

• Why and How questions.


2. Learner gives priority to evidence in responding to questions.

• Empirical evidence.• Accurate data from observation of

phenomena.• Evidence from observation and

measurements.



• Scientific explanations are based on reason.• Cognitive processes.

• Classification• Analysis• Inference• Prediction• Critical reasoning• Logic

• Building new knowledge from previous knowledge.



• Does, Are, & Can questions.• Social learning.


5. Learner communicates and justifies explanations.

• Results can be reproduced.• Clear articulation.

teacher - learner continuum teacher-directedguided inquirylearner-directed less moreself- direction

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